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Psychology Year 1 > Cognitive > Flashcards

Cognitive Flashcards

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1
Q

The MSM

What is the multi-store model of memory?

A

a representation of how memory works in terms of three stores. it also describes how information is transferred from one store to another, how it is remembered and how it is forgotten.

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2
Q

The MSM

Describe the sensory register.

A

duration- 0.5 to 2 seconds (Sperling 1960).
capacity- unknown (duration is too short to test the capacity).
encoding/mode of representation- senses (all modalities).
ATTENTION passes the information into the STM.

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3
Q

The MSM

Describe the short-term memory store.

A

duration: up to 30 seconds (Peterson and Peterson 1959).
capacity: 7+-2 (Miller).
encoding/mode of representation: acoustically (Baddeley).
Duration can be extended through MAINTENANCE REHEARSAL.
Information passes into the LTM through ELABORATIVE REHEARSAL.

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4
Q

The MSM

Describe the long-term memory store.

A

duration: unlimited.
capacity: unlimited.
encoding/ mode of representation: semantically (Baddeley Classic Study).

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5
Q

The MSM

How can memories be lost?

A

In the STM: trace decay and displacement.

In the LTM: decay and interferance.

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6
Q

The MSM

What is encoding?

A

the format in which information is stored in the various memory stores.

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7
Q

The MSM

What is retrieval?

A

the process of transferring information from the LTM to the STM and recalling the information.

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8
Q

The MSM

What is storage?

A

the process of holding information in memory.

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9
Q

The MSM

What is capacity?

A

the amount of information that can be held in the memory store.

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10
Q

The MSM

What is duration?

A

the length of time information can be held in memory.

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11
Q

The MSM

Describe information processing.

A

the mind works like a computer in that it processes (manages) information in terms of input, storage and retrieval.

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12
Q

The MSM

What is iconic?

A

sight

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13
Q

The MSM

What is echoic?

A

sound

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14
Q

Who developed the MSM and in what year?

A

Atkinson and Shiffrin 1968

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15
Q

The MSM

What did Sperling discover?

A

He found that participants could only recall 4 items from a grid of letters. Short duration of the SR makes it difficult to test, as soon as a person starts writing the memory trace has faded.

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16
Q

The MSM

What study did Peterson and Peterson conduct?

A

A controlled study to see how long information is retained in the STM when verbal (maintaince) rehearsal is prevented. This is testing the duration of the STM.

(Supports the MSM as LTM and STM are different in terms duration suggesting they are independent and separate stores).

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17
Q

Who is Phineas Gage (1848)?

A

iron rod through the brain but lived for 12 years after the accident. his personality changed, became restless. indecisive and swore a lot. showed that parts of the brain could be damaged without a fatal effect.

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18
Q

Who is HM?

A

suffered from severe daily epileptic fits, 10 seizures a day. a surgeon removed his hippocampus. memories before the operation were unaffected but he could no longer create new long term memories. the short term memory was intact.

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19
Q

How does HM support the MSM?

A

suggests that the LTM and STM are separate stores. the hippocampus helps create but does not store long term memories.

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20
Q

How does HM weaken the MSM?

A

he kept his procedural but not his episodic memory. this suggests that there is more than 1 LTM store therefore the MSM is too simplistic.
for example he could learn new motor skills such as drawing a star by looking at its reflection in the mirror but he could not remember he had learnt these new skills.

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21
Q

How does Baddeley support the MSM?

A

he conducted a study on the effect of acoustic similarity on STM. similar sounding works and letters were more difficult to subvocalise and encode resulting in poor recall performance. however in LTM words with similar meanings are mixed up. so encoding in STM is acoustic but in LTM is semantic. this shows that the STM and LTM are different in terms of encoding and supports that these two memory stores are sperate and independent.

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22
Q

Who is KF?

A

was in a motorbike accident resulting in brain damage to his left occipital lobe. his STM was damaged but his LTM was normal. his recall performance was better if the words were presented visually over acoustically.

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23
Q

How does KF strengthen the MSM?

A

evidence that STM and LTM ae unitary stores. his STM was damaged but his LTM was normal.

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24
Q

How does KF weaken the MSM?

A

suggests that the STM is made up of multiple stores therefore the MSM is a too simplistic model. his recall performance was better is words were presented visually over acoustically.

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25
Q

What is the working memory model?

A

a representation of short-term memory. it suggests that STM is a dynamic processor of different types of information using different subunits coordinated by a central decision maker.

26
Q

The WMM

Describe the central executive.

A

has a supervisory role.
focuses, divides and switches our limited attention.
monitors incoming information.
allocates information to a slave system (PL or VSS).
does not store information.

27
Q

The WMM

What is the phonological loop?

A

a slave system for auditory information.

28
Q

The WMM

What is the phonological store?

A

a subslave system which stores the auditory information.

29
Q

The WMM

What is the articulatory control system?

A

a subslave system which allows maintenance rehearsal e.g. repeating sounds in a loop. the capacity of this loop is 2 seconds.

30
Q

The WMM

What is the visuo-spatial sketchpad?

A

a slave system for visual and/or spatial information. the capacity is minted to 3 or 4 items (Baddeley).

31
Q

The WMM

What is the visual cache?

A

a subslave system which stores images.

32
Q

The WMM

What is the inner scribe?

A

a subslave system that records the arrangement of objects.

33
Q

The WMM

What is the episodic buffer?

A

a slave system which integrates the acoustic visual and spatial information.
it is a temporary store.
it maintains the sense of time sequence and recording of events.
has a limited capacity of 4 chunks.
combines information with the LTM.

34
Q

Who developed the working memory model and in what year?

A

Baddeley and Hitch 1974

35
Q

How does KF support the WMM?

A

his recall performance was better when words were presented to him visually over acoustically. this suggests that slave and subslave systems exist as part of the STM. KF’s phonological loop may have been damaged.

36
Q

How do Baddeley and Hitch’s dual task experiments support the WMM?

A

when ppts performed a visual and auditory task together performance was no different than if carried out separately. when ppts performed two visual or two auditory tasks together performance declined considerably. both visual tasks compete for the same slave system (the VSS) therefore there must be two separate slave systems within the STM.

37
Q

What is a weakness of the WMM?

A

the central executive is an unsatisfactory component and does not give a full explanation for anything.

38
Q

LTM: Episodic and Semantic

Who developed this theory?

A

Tulving (1972)

39
Q

LTM: Episodic and Semantic

What is episodic memory?

A

a LTM system for personal events. these memories are time-stamped and include people, senses, objects, places and behaviours involved. memories from this store have to be retrieved consciously and with effort (time travelling).

40
Q

LTM: Episodic and Semantic

What is semantic memory?

A

a LTM system for our knowledge of the world. this includes facts and knowledge of what words and concepts mean. these memories need to be recalled deliberately.

41
Q

LTM: Episodic and Semantic

What is procedural memory?

A

our memory for actions and skills. we recall these memories without conscious awareness or a great deal of effort.

42
Q

LTM: Episodic and Semantic

How does HM support this theory?

A

HM shows distinctions between episodic and semantic memories his episodic memory was severely affected but semantic memory unaffected. for example he couldn’t recall owning a dog but understood what a dog was. this supports that there are multiple LTM stores as Tulving suggests.

43
Q

LTM: Episodic and Semantic

What are weaknesses to this theory?

A

people being studied have suffered brain damage unexpectedly therefore it is difficult to know what their memory was like prior the damage. all variables cannot be controlled.
Tulving later added a 3rd LTM store, the procedural memory, suggesting that the original model was too simplistic. HM kept his procedural but not his episodic memory.

44
Q

LTM: Episodic and Semantic

What are the applications of this theory?

A

Belleville et al worked with older people to improve their episodic memory through a training programme.

45
Q

What is reconstructive memory?

A

fragments of stored information are reassembled during recall.

46
Q

Reconstructive memory

What is schema theory?

A

a mental framework of believes, expectations and stereotypes that influence cognitive processing and develop in complexity with life experiences.

47
Q

Who developed the theory of reconstructive memory?

A

Bartlett (1932)

48
Q

What evidence supports the reconstructive memory theory?

A

Bartlett’s war of the ghosts story.
he presented a native American folk tale to European ppts who didn’t have schemas to understand the story due to differences from European convention. the story was recalled shorter and westernised e.g. hunting seals on a canoe was replaced with fishing on a boat. gaps in the memory were filled in based on their personal life experiences.

49
Q

What further evidence supports the reconstructive memory theory?

A

Loftus and Palmer’s car crash experiment
they asked ppts to estimate how fast they believed the cars were travelling after watching a video of a car crash. different verbs were used in leading questions such as ‘hit’ or ‘smashed’. when the verb ‘hit’ was used estimations averaged at 34 mph compared with 41 mph for ‘smashed’. misleading information can change the recall of an event as memory gaps are filled.

50
Q

What is a weakness of the reconstructive memory theory?

A

it is wrong to suggest that all memories are inaccurate or affected by schemas. in situations that are personally important and distinctive considerable and accurate details remembered.

51
Q

What are the applications of the reconstructive memory theory?

A

Eye-witness testimonies
Bartlett’s research showed that memory can be affected by our schemas. research on EWT (Loftus and Palmer) shows that people do not always recall what they see or hear accurately. no convictions are now based on EWT alone as it is not trustworthy.

52
Q

Who conducted the cognitive contemporary study?

A

Sebastian and Herandez- Gil (2012)

53
Q

Contemporary Study

What is the study about?

A

Development pattern of digit span in Spanish population.

An index of the phonological loop component of Baddeley’s working memory model.

54
Q

Contemporary Study

What were the aims?

A

to investigate the development of the phonological loop component of working memory.
to confirm the findings of studies with Anglo-Saxon ppts (digit span increases with age and then levels out at 15).
to compare Spanish school children with Anglo-Saxon elderly and dementia patients who were tested in an earlier study.

55
Q

Contemporary Study

What was the procedure?

A

conducted in a field setting.
575 ppts (age 5-17).
no child with hearing disorders or a cognitive impairments.
tested individually during break times.
material consisted of sequences of random digits that increased by one digit in length each time.
task began with 3 sequences of 3 digits.
digit span was defined as the longest sequence recalled, two times out of the three presented in order with no errors.

56
Q

Contemporary Study

What were the findings?

A

increase of digit with age.
5 years = 3.76 17 years= 5.91
rate stabalised up to 17 years.
digit span of Anglo-Saxon elderly people was no different than the older Spanish children.
mean digit span of dementia patients was no different to 5/6 year old Spanish children (previously studied dementia patients).

57
Q

Contemporary Study

What were the conclusions?

A

digit span increases with age up to adolescence.
Spanish children digit span increases until 17 whereas English children until 15.
average digit span lower in Spanish children compared to English.
this is due to word length effect: more time to rehearse longer words results in increased decay and displacement.
occurs due to subvocal rehearsal which only starts at 7 years old therefore there is no difference in digit span in Spanish and English children under 7.

58
Q

Contemporary Study

What were the strengths?

A
  • several standardised procedures.
  • the digits were read aloud at a constant rate of one per second for every participant.
  • the use of standardised procedures helped to control confounding variables contributing to strong internal validity.
59
Q

Contemporary study

What is a competing argument?

A
  • the procedure lacked control in some areas.
  • the children were not directly tested for impairments and the researchers relied upon the children or their parents to divulge any cognitive impairments.
  • given that any such impairments could influence performance on the digit span task, this may have undermined the validity of the study.
60
Q

Contemporary Study

What were the weaknesses?

A
  • small sample size.
  • only 9 ppts with fvFTD.
  • reduce the power of statistical tests.
  • makes a type 1 error more likely.
  • the study may not have enough statistical power to reject null hypothesis making the conclusions questionable.
61
Q

Contemporary Study

What are the applications?

A
  • digit span has been applied to understanding specific cognitive abilities.
  • e.g. short digit span is associated with specific learning disorders such as dyslexia (Giofre et al 2016).
62
Q

Contemporary Study

What is the balanced conclusion?

A

Psychology Year 1 (4 decks)

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